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International Service Learning in an Information Systems Course

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Value and promote education with diverse populations through service-learning ... behavior in instruction, service, assessment, and community-based research ... – PowerPoint PPT presentation

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Title: International Service Learning in an Information Systems Course


1
International Service Learning in an Information
Systems Course
  • Winston Tellis
  • Dolan School of Business
  • Fairfield University

2
Introduction
  • Outline of course
  • Explanation of Ignatian Pedagogy
  • Service Learning (SL)
  • International SL

3
Ignatian Pedagogy
  • Developed by Ignatius of Loyola to train Jesuits
  • Pedagogy of teaching and learning
  • Works within any curricula
  • Leads learner away from utilitarian leanings,
    financial success
  • Leads to develop reasoned attitudes, concern for
    greater good rather than personal gain
  • Paradigm of experience, reflection, and action
  • Instructor accompanies learners as they encounter
    truth and explore deeper meaning

4
Ignatian Pedagogy
  • Loop context, experience, reflection, action,
    evaluation
  • Context instructor learns about the learners
    environment
  • Experience get students to experience material
    with mind, heart, and will bring it alive
  • Reflection students assimilate facts consider
    relationship to others, and topics instructor
    pivotal
  • Action proceeds from experience, reflection
  • Evaluation assess well-rounded growth

5
5
6
Ignatian Pedagogy
  • Leads to personal growth, concern for others,
    value-based judgments, less self-centered
    individuals
  • Instructor guides the students path through
    self-discovery

7
Service Learning
  • A natural way to implement Ignatian pedagogy
  • See Bringle-Hatcher definition and
  • Jesuit university definition
  • Both definitions engage the Academy in vigorous
    partnership searching for answers to social,
    civic, economic, moral problems
  • At Fairfield, we include many of the following in
    SL courses

8
  • Understand that service learning is an accepted,
    rigorous, academic, and discipline-based pedagogy
    distinct from other traditional and experiential
    approaches to teaching and learning
  • Promote service-learning as an effective pedagogy
    for the enhancement of student learning
  • Value and promote education with diverse
    populations through service-learning and
    international-immersion programs
  • Foster an atmosphere of open discourse and
    careful, respectful listening where freedom of
    thought and expression are valued and protected
  • Encourage critical thinking about social,
    economic and political structures locally,
    nationally and internationally
  • Promote ethical behavior in instruction, service,
    assessment, and community-based research
  • Understand the community as our co-educator and
    an essential partner for effective and holistic
    student learning

9
  • Respect the integrity and wisdom of local
    communities and their abilities to develop
    solutions that address their needs
  • Seek input and guidance from our community
    partners as we strive to support their efforts
    and self-determination
  • Work with community partners who promote the
    dignity of each person, seek sustainable
    solutions, and protect and preserve natural
    resources
  • Engage in work that builds upon the respective
    assets and resources of Fairfield University and
    our community partners
  • Welcome all members of the University who desire
    to engage with and learn through service with the
    community
  • Recognize a special relationship with and
    responsibility to the Greater Bridgeport Area, as
    we seek to be a responsible institutional citizen
    and a caring neighbor

10
Design considerations
  • Select text (contemporary topics)
  • Select service location(s)
  • Visit locations prior semester, if possible
  • Examine suitability, safety
  • Communicate regularly to confirm arrangements
  • Explain transportation

11
Design of IS 350
  • Select text (contemporary topics)
  • Select International service location
  • Visit locations prior semester if possible
  • Examine suitability, safety
  • Discuss potential service tasks
  • Communicate regularly to confirm arrangements
  • Develop (jointly) assignment description
  • Develop Final Report Format
  • Develop assignments for students not traveling
  • Estimate cost, apply for passport, immunizations

12
Design of IS 350
  • Globalization major theme
  • China, India culture, economy, outsourcing
  • Nicaragua effects of globalization on culture,
    economy emergence of sweatshops
  • Videos on cultural shift in India, call centers
  • Service in Managua, Nicaragua
  • Describe UCA
  • Describe FDL
  • Describe international projects

13
Managua
  • UCA Jesuit university partner
  • Founded in 1960, 5300 students
  • Involved in development of modern Nicaragua
  • Nitlapan research organization
  • Nitlapan founded FDL in 1997
  • MFI now largest in Nicaragua
  • Serves poor artisans, vendors, farmers
  • Provides small loans, literacy, business classes
  • Innovative programs, transparent operations

14
The Service Projects
  • Domestic project 1
  • Investigate the institution, residents
    demographics
  • Examine infrastructure at local residential
    recovery facility
  • Determine hardware, software needs
  • Determine location for PCs
  • Prepare report

15
The Service Projects
  • Domestic Service project 2
  • Investigate IT needs of local health organization
  • Investigate demographics of clientele,
    organizations funding
  • Identify procedural and operational deficiencies
  • Recommend alternatives
  • Prepare report

16
International Service Projects
  • International project Software Selection for FDL
  • Absorb the countrys environment
  • Investigate history of MFI, clients
  • Investigate selection methodology
  • Examine documents, vendor proposals
  • Rate vendor proposals
  • Submit report to FDL

17
International Service Projects
  • FDL Crafts project with Seattle University
  • Establish demographics, funds
  • Visit artisans, view location, resources
  • Study alternatives for packing, shipping
  • Prepare cost report for Seattle-Fairfield project
  • Share information with US team
  • Submit report

18
Preparing students for service
  • Learn to listen, respect
  • Observe cultural norms, ask about practices
  • Be prepared for projects to change
  • International requirements (passports, etc)
  • Behavior in another country
  • reentry session for all

19
Reflection
  • Students learn to find quiet time to think
  • Write thoughts and reactions freely (private)
  • Travelers shared reflection nightly
  • All ask why conditions prevail
  • How will they act to change conditions

20
Operational Issues
  • Transportation
  • Staff at site (s)
  • Safety
  • Communication

21
Assessment of outcome
  • Did they learn about the disadvantaged?
  • Did they seek reasons?
  • Are they likely to continue involvement?
  • Did they learn to listen?
  • Did they allow solutions to emerge from local
    people (subsidiarity)?

22
Student Learning Outcomes from Service-Learning
Experiences Include
  • Deeper understanding of course concepts
  • Exposure to related individual, institutional,
    and social issues
  • Increased civic awareness and engagement
  • Increased exposure to and enhanced appreciation
    for diversity
  • Awareness of social justice issues
  • Development of relationships in the community
  • Personal growth and broader worldview
  • Re-examination of career objectives (SL Outcomes,
    2007)

23
Lessons Learned
  • Trips to developing countries important for sense
    of globalization
  • Instructor should be experienced in country and
    site
  • Students should be culturally and topically
    prepared
  • Local transportation is a major issue
  • Include the cultural and tourist side of
    country in the students exposure
  • Significant impact on students

24
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Course-based, credit-bearing educational
experience in which students (a) participate in
an organized service activity that meets
identified community needs and (b) reflect on the
service activity in such a way as to gain further
understanding of course content, a broader
appreciation of the discipline, and an enhanced
sense of civic responsibility (Bringle and
Hatcher, 1995)
26
Jesuit service learning embraces Ignatian
pedagogy by the mutual enhancement of learning
with service, justice, and related civic
engagement activities. Through reflection,
students recognize and expand their understanding
of the challenges faced by people who are
marginalized and oppressed. Respect for
reciprocal relationships, through community
partnerships, is central to the successful
integration of academic learning and experience,
and enlarges the worldviews of all involved. As
a students intellectual and personal awareness
develops, there is transformative spiritual and
humanistic growth leading to continued action for
the benefit of the common good
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